TABLE OF CONTENTS Title of the project Introduction Objective of the study Literature Survey Methodology Data Analysis Results and Discussion Findings and Conclusions Further scope of Investigation

Title of the project Introduction Objective of the study Literature Survey Methodology Data Analysis Results and Discussion Findings and Conclusions Further scope of Investigation

INTRODUCTION• The efficiency of human resource

management in Schools is beingcalled to question both within andoutside the profession.

• Many dedicated educationist willfully admit that the schoolresources are being mismanagedand under-utilised simply becausethe schools lack or there isshortage of qualified personneland management resourcesneeded for the improvement ofinstructions.

• The success of every educationalsystem depends on the quality andquantity of its factors orproduction – human and materialresources.

• The success of our educationdepends on trained staff. Wecannot replace trained staff withany other type of instructionalmaterial.

• The efficiency of human resourcemanagement in Schools is beingcalled to question both within andoutside the profession.

• Many dedicated educationist willfully admit that the schoolresources are being mismanagedand under-utilised simply becausethe schools lack or there isshortage of qualified personneland management resourcesneeded for the improvement ofinstructions.

• The success of every educationalsystem depends on the quality andquantity of its factors orproduction – human and materialresources.

• The success of our educationdepends on trained staff. Wecannot replace trained staff withany other type of instructionalmaterial.

• Teaching is a high valued social service in every country of the world. Staffmembers are indispensable in the effort to develop the nation.

• Until recently, personnel management was routine and nominal. Thetechnique viewpoint of Human Resource Management was concernedwith the techniques of handling personnel problems and not understandingwhy the problems exist.

• The analytical viewpoint attempts to examine why some problems existand how it can be solved in organization. According to these viewpoints,administration should be more with the humanization of work, with thecreation of openness and the demise of the bureaucratic structure.

• Human resource management comprises of the effective use of humanresources in the organization through the management of people relatedactivities.

• Teaching is a high valued social service in every country of the world. Staffmembers are indispensable in the effort to develop the nation.

• Until recently, personnel management was routine and nominal. Thetechnique viewpoint of Human Resource Management was concernedwith the techniques of handling personnel problems and not understandingwhy the problems exist.

• The analytical viewpoint attempts to examine why some problems existand how it can be solved in organization. According to these viewpoints,administration should be more with the humanization of work, with thecreation of openness and the demise of the bureaucratic structure.

• Human resource management comprises of the effective use of humanresources in the organization through the management of people relatedactivities.

• Geetanjali Olympiad School was established in 2004 with a noble cause ofgrooming the students to see greater heights in their life and career. Ourmotto aims at holistic development of a student.

• In concurrence with this we groom our students to challenge the CBSE,ICSE and IGCSE Boards with their immense knowledge bank gainedthrough our “Olympiad Programme”.

• Geetanjali Olympiad School was established in 2004 with a noble cause ofgrooming the students to see greater heights in life and career under thechairman Mr. P.Srinivas Rao

• Geetanjali Olympiad School was established in 2004 with a noble cause ofgrooming the students to see greater heights in their life and career. Ourmotto aims at holistic development of a student.

• In concurrence with this we groom our students to challenge the CBSE,ICSE and IGCSE Boards with their immense knowledge bank gainedthrough our “Olympiad Programme”.

• Geetanjali Olympiad School was established in 2004 with a noble cause ofgrooming the students to see greater heights in life and career under thechairman Mr. P.Srinivas Rao

• Geetanjali which began as a tiny sapling in V.V.Nagar has spread itsbranches and dug firm roots akin to Banyan tree, providing high qualityeducation and a strong foundation to the youth of nation.

• Geetanjali educational institution is set up under Sri Chaitanya Bharatieducational Society founder and Chair person Mr. P.Srinivasa Rao is thevisionary behind the success of Geetanjali educational institutions inHyderabad, Secunderabad and Bangalore.

• His vision for Quality education has no boundaries offering. Education ishis passion and to give quality education to the students is his vision.

• Geetanjali which began as a tiny sapling in V.V.Nagar has spread itsbranches and dug firm roots akin to Banyan tree, providing high qualityeducation and a strong foundation to the youth of nation.

• Geetanjali educational institution is set up under Sri Chaitanya Bharatieducational Society founder and Chair person Mr. P.Srinivasa Rao is thevisionary behind the success of Geetanjali educational institutions inHyderabad, Secunderabad and Bangalore.

• His vision for Quality education has no boundaries offering. Education ishis passion and to give quality education to the students is his vision.

OBJECTIVE• To forecast the problems

• To create a thick bond between teachers and parent

• To Work with the progress of the salary, bonus and benefits

• Arrange for general board meetings

• Recall. Allotment of funds

• That is to say, to experience the above Roles and Responsibilities ofHuman Resources in School and workout for my career development inschool as a HR Administrator

• To forecast the problems

• To create a thick bond between teachers and parent

• To Work with the progress of the salary, bonus and benefits

• Arrange for general board meetings

• Recall. Allotment of funds

• That is to say, to experience the above Roles and Responsibilities ofHuman Resources in School and workout for my career development inschool as a HR Administrator

LITERATURE’ VIEW• The personnel and Industrial Relations defined Human

Resource Management as the process of developing, applyingand evaluating policies, procedures, methods and programmesrelating to the individual in an organization. This invariablyhighlighted the process of Human Resource Management asthat of human development and process design.

• At the 1963 golden jubilee of the London Institute ofPersonnel Management, human resource management wasdescribed as the responsibility of those who manage people aswell as the descriptive of specialists in management.

• The personnel and Industrial Relations defined HumanResource Management as the process of developing, applyingand evaluating policies, procedures, methods and programmesrelating to the individual in an organization. This invariablyhighlighted the process of Human Resource Management asthat of human development and process design.

• At the 1963 golden jubilee of the London Institute ofPersonnel Management, human resource management wasdescribed as the responsibility of those who manage people aswell as the descriptive of specialists in management.

HR- ROLESHR needs to pay attention to these three aspects of its role:

• Understand business context

• Account for talent dynamics

• Make use of analytics:In Human Resource Champions, Dave Ulrich, one of the more popularspeakers and writers in the HR field, and a professor at the University ofMichigan, recommends three additional roles for the HR manager.

• a strategic partner,

• an employee sponsor or advocate and

• A change mentor.

HR needs to pay attention to these three aspects of its role:

• Understand business context

• Account for talent dynamics

• Make use of analytics:In Human Resource Champions, Dave Ulrich, one of the more popularspeakers and writers in the HR field, and a professor at the University ofMichigan, recommends three additional roles for the HR manager.

• a strategic partner,

• an employee sponsor or advocate and

• A change mentor.

Responsibilities - HR• Recruiting

• Hiring

• Training

• Organisationaldevelopment

• Communication

• Performance management

• Coaching

• Policy Recommendation

• Salary and benefits

• Employee Relations

• Team Building

• Leadership

• Recruiting

• Hiring

• Training

• Organisationaldevelopment

• Communication

• Performance management

• Coaching

• Policy Recommendation

• Salary and benefits

• Employee Relations

• Team Building

• Leadership

HR in Six Sigma Roles and Responsibilities

• Sponsor

• Leader

• Champion

• Black belt

• Master Black belt

• Green belt

• Team member

• Process owner

• Sponsor

• Leader

• Champion

• Black belt

• Master Black belt

• Green belt

• Team member

• Process owner

HR innovations in School Administration• Satellite Model of School-based Career Development Program

School climate and culture• ASCD's A Lexicon of Learning defines school climate and school

culture as:

• The sum of the values, cultures, safety practices, and organizationalstructures within a school that cause it to function and react in particularways.

• Some schools are said to have a nurturing environment that recognizeschildren and treats them as individuals; others may have the feel ofauthoritarian structures where rules are strictly enforced and hierarchicalcontrol is strong.

• Teaching practices, diversity, and the relationships among administrators,teachers, parents, and students contribute to school climate.

School climate and culture• ASCD's A Lexicon of Learning defines school climate and school

culture as:

• The sum of the values, cultures, safety practices, and organizationalstructures within a school that cause it to function and react in particularways.

• Some schools are said to have a nurturing environment that recognizeschildren and treats them as individuals; others may have the feel ofauthoritarian structures where rules are strictly enforced and hierarchicalcontrol is strong.

• Teaching practices, diversity, and the relationships among administrators,teachers, parents, and students contribute to school climate.

Research methodology

• Qualitative approach to researchis concerned with subjectiveassessment of attitudes, opinionsand behaviour. Research in such asituation is a function ofresearcher’s insights andimpressions. Such an approach toresearch generates results.

• This is the approach or themethod of research that I amgoing to handle with the project ofProving Roles and responsibilitiesand Importance of a HRAdministrator in schoolManagement and provide them asolution.

The following are the methods andtheir techniques that can befollowed in this research.

• (i) Non-participant observation

• (ii) Participant observation

• (iii) Mass observation

• (iv) Mail questionnaire

• (v) Opinionnaire

• (vi) Personal interview

• (vii) Telephone survey

• Qualitative approach to researchis concerned with subjectiveassessment of attitudes, opinionsand behaviour. Research in such asituation is a function ofresearcher’s insights andimpressions. Such an approach toresearch generates results.

• This is the approach or themethod of research that I amgoing to handle with the project ofProving Roles and responsibilitiesand Importance of a HRAdministrator in schoolManagement and provide them asolution.

The following are the methods andtheir techniques that can befollowed in this research.

• (i) Non-participant observation

• (ii) Participant observation

• (iii) Mass observation

• (iv) Mail questionnaire

• (v) Opinionnaire

• (vi) Personal interview

• (vii) Telephone survey

Involving factors of Research Design are as follows;

• The means of obtaining information;

• The availability and skills of the researcher and his staff, if any;

• The objective of the problem to be studied;

• The nature of the problem to be studied; and

• The availability of time and money for the research work

Involving factors of Research Design are as follows;

• The means of obtaining information;

• The availability and skills of the researcher and his staff, if any;

• The objective of the problem to be studied;

• The nature of the problem to be studied; and

• The availability of time and money for the research work

Method of Data Analysis:

• The study made extensive use of tables for the presentation and analysis ofdata.

• The percentage was used for the analysis of demographic data andquestionnaire analysis and z-test statistics was used to test the significantdifference in the hypotheses.

Data Analysis according to Demographic Variables

• Table 1 shows respondents according to qualification. The total number ofstaff used are 1,063, which is made up of 568 trained staff and 495untrained staff. Thus, for trained staff, 43.70% represents B.Ed, 51.05%represents B.Sc. (Ed) and B.A.Ed, 4.20% represents M.Ed while 1.05%represents Ph.D. holders. However, for the untrained staff, 39.40%represents HND, 47.30% represents BA/B.Sc, while 13.30% representM.A. degree holders. The summary of the academic qualification is that therespondents are graduates with various degrees.

Data Analysis according to Demographic Variables

• Table 1 shows respondents according to qualification. The total number ofstaff used are 1,063, which is made up of 568 trained staff and 495untrained staff. Thus, for trained staff, 43.70% represents B.Ed, 51.05%represents B.Sc. (Ed) and B.A.Ed, 4.20% represents M.Ed while 1.05%represents Ph.D. holders. However, for the untrained staff, 39.40%represents HND, 47.30% represents BA/B.Sc, while 13.30% representM.A. degree holders. The summary of the academic qualification is that therespondents are graduates with various degrees.

Data Analysis According to Research Questions.• Research Question 1: Is there any difference between the performance of

human resources in schools when training approach is taken as independentvariable?

Table 2 shows the analysis of performance of human resources and trainingapproach. The respondents have different opinions that human resources donot undergo the same training approach (19.76% as against 20.97%),difference in training are courses studied. (22.71% as against 20.32%)Education courses are studied by only staff to be (19.92% as against20.32%), educational courses make staff professionals (18.67% as against25.23%), and professionally trained staff teach better than academicallytrained staff (18.95% as against 24.12%).

Data Analysis According to Research Questions.• Research Question 1: Is there any difference between the performance of

human resources in schools when training approach is taken as independentvariable?

Table 2 shows the analysis of performance of human resources and trainingapproach. The respondents have different opinions that human resources donot undergo the same training approach (19.76% as against 20.97%),difference in training are courses studied. (22.71% as against 20.32%)Education courses are studied by only staff to be (19.92% as against20.32%), educational courses make staff professionals (18.67% as against25.23%), and professionally trained staff teach better than academicallytrained staff (18.95% as against 24.12%).

• Research Question 2: Is there any difference between the performance ofhuman resources in relation to students’ academic performance in schools?

The data in table 3 reflects the analysis of the performance of human resourcesin relation to students’ academic performance. Thus, the respondents havedifferent ideals on students can differentiate between the teaching of humanresources (21.00% as against 16.15%), teaching techniques can affectstudents’ academic performance (20.55% as against 17.88%), stereotypedtechniques can affect students’ academic performance (20.03% as against

• Research Question 2: Is there any difference between the performance ofhuman resources in relation to students’ academic performance in schools?

The data in table 3 reflects the analysis of the performance of human resourcesin relation to students’ academic performance. Thus, the respondents havedifferent ideals on students can differentiate between the teaching of humanresources (21.00% as against 16.15%), teaching techniques can affectstudents’ academic performance (20.55% as against 17.88%), stereotypedtechniques can affect students’ academic performance (20.03% as against

• Table 1: Analysis of academic qualification of subjects (in percentage)

• Table 2: Analysis of the performance of human resources and training approach (in percentage)

S.No Trained Number % Untrained Number %

1. B.Ed. 240 43.70 HND 198 39.40

2. B.sc.(Ed)/B.A(Ed) 290 51.05 B.A/B.Sc 234 47.30

3. M.Ed. 24 4.20 M.A 66 13.30

4. Ph.D. 6 1.05 - - -

Total 568 100 495 100

• Table 1: Analysis of academic qualification of subjects (in percentage)

• Table 2: Analysis of the performance of human resources and training approach (in percentage)

Questions Responses

Yes/no

Total Responses

Yes/no

Remark

1. Human resources do

not undergo the same

training process

837 / 226 1063 19.76/ 20.97 Different ideas

2. Difference in training

are courses studied

962 / 101 1063 22.71 / 9.37 same ideas

3. Education courses

are studied by only

staff to be

844 / 219 1063 19.92 / 20.32 Different

ideas

4. Educational courses

make

staff professionals

791/ 272 1063 18.67/ 25.23 Different

ideas

5. Professionally

trained staff

tech better than

academically

trained

803 / 260 1063 18.95/ 24.12 Different

ideas

Professionally

trained staff

tech better than

academically

trained

Total 4237 / 1078 5315 100% 1006 completely

disagree

• Table 3: Analysis of the performance of human resources’ in relation to students’ academic performance(in percentage)

S.No Questions Responses Yes

/ No

Total Responses Yes / No Remark

1. Students can differentiate

between the teaching of both

staff from their teaching

886 / 117 1063 21.00 16.15 The same ideas

2. Teaching techniques can affect

students’ academic

performance

867 / 196 1063 20.55/17.88 The same ideas

3. Stereotyped teaching technique

affect students’ academic

performance

845 / 218 1063 20.03 / 19.90 The same ideasStereotyped teaching technique

affect students’ academic

performance

4. Flexibility in teaching techniques

affect staff and

students performance positively

794 / 269 1063 18.82 / 24.54 Different ideas

5. Products of trained staff

perform academically high

827 / 236 1063 19.60 / 21.53 Different ideas

Total

4219 / 1096 5315 100% /1006 Not completely

agreed

Data Analysis According to Hypotheses Testing

• 1: There is significant difference between the performance of human resourcesin schools when training approach is taken as independent variable?

• Table 4 shows a Z-cal value of 2.90 and a Z-cri value of 1.96 at 0.05 level ofsignificance. The Z-cal value of 2.90 is higher than the Z-cri value of 1.96,therefore the null hypotheses is rejected. This implies that there is a significantdifference in the human resources training approach. The findings indicate thatboth staff passed through different training. Thus, the trained staff learnteducation course in addition to the teaching subjects, while the untrained staffare trained only in the academic courses.

• 2: There is no significant difference between the performance of humanresources in relation to students’ academic performance in schools. Table 5shows a Z-cal value of 2.00 and a Z-cri value of 1.96 at 0.05 level ofsignificance. The Z-cal value of 2.00 is higher than the Z-cri value of 1.96,hence, the null hypotheses is rejected. This implies that there is a significantdifference in the human resources’ performance in relation to students’academic performance. The above findings reveal that the performance oftrained personnel in schools affect the students’

Data Analysis According to Hypotheses Testing

• 1: There is significant difference between the performance of human resourcesin schools when training approach is taken as independent variable?

• Table 4 shows a Z-cal value of 2.90 and a Z-cri value of 1.96 at 0.05 level ofsignificance. The Z-cal value of 2.90 is higher than the Z-cri value of 1.96,therefore the null hypotheses is rejected. This implies that there is a significantdifference in the human resources training approach. The findings indicate thatboth staff passed through different training. Thus, the trained staff learnteducation course in addition to the teaching subjects, while the untrained staffare trained only in the academic courses.

• 2: There is no significant difference between the performance of humanresources in relation to students’ academic performance in schools. Table 5shows a Z-cal value of 2.00 and a Z-cri value of 1.96 at 0.05 level ofsignificance. The Z-cal value of 2.00 is higher than the Z-cri value of 1.96,hence, the null hypotheses is rejected. This implies that there is a significantdifference in the human resources’ performance in relation to students’academic performance. The above findings reveal that the performance oftrained personnel in schools affect the students’

Table 4: Z-test analysis of the performance of human resources in schools when training approach is taken as independentvariable

Pd “ 0.05 is the level of significance.

Table 5: Z-test analysis of the performance of human resources in relation to students’ academic performance in schools

pd”0.05 level of significance academic performance positively because of multifaceted ways in which teaching is impacted and whichthe untrained staff are not exposed to.

Source N X D2 Z-cal Z-cri Decision

Trained 568 3.27 0.0368 2.90 1.96 Rejected

Untrained 495 2.95 0.0152 - - -

Total 1063 - - - - -

Table 4: Z-test analysis of the performance of human resources in schools when training approach is taken as independentvariable

Pd “ 0.05 is the level of significance.

Table 5: Z-test analysis of the performance of human resources in relation to students’ academic performance in schools

pd”0.05 level of significance academic performance positively because of multifaceted ways in which teaching is impacted and whichthe untrained staff are not exposed to.

Source N X D2 Z-cal Z-cri Decision

Trained 568 3.31 0.0249 2.00 1.96 Rejected

Untrained 495 3.12 0.0199 - - -

Total 1063 - - - - -

FINDINGS and CONCLUSION

This Research project would explain Roles and responsibilities of a HRAdministrator of school in giving the knowledge acquired, the practicework done and the presentation skills of a students’ talk about his/herperformance levels on the yardstick of education.

HR helps the organisation in thinking out and beyond imagination, physicalfitness and logical thinking skills that are playing a major role in everychild’s life. They are given equal importance with the academicperformance.Geetanjali Educational Institutions has identified the pulse of students &the Parents and is excellently conducting more than 12 – 13 OlympiadExaminations & a Sports Meet every year. We encourage the students withspecial qualities & capabilities

This Research project would explain Roles and responsibilities of a HRAdministrator of school in giving the knowledge acquired, the practicework done and the presentation skills of a students’ talk about his/herperformance levels on the yardstick of education.

HR helps the organisation in thinking out and beyond imagination, physicalfitness and logical thinking skills that are playing a major role in everychild’s life. They are given equal importance with the academicperformance.Geetanjali Educational Institutions has identified the pulse of students &the Parents and is excellently conducting more than 12 – 13 OlympiadExaminations & a Sports Meet every year. We encourage the students withspecial qualities & capabilities

FUTURE PROCEEDINGS

• HR Administrator has a plan to change the premises for the developmentof the school.

• Steps are taken in order to change the central board syllabus of educationin to Cambridge Board of syllabus.

• Sooner, or later any of the local schools will have HR possibly.

• HR Administrator has a plan to change the premises for the developmentof the school.

• Steps are taken in order to change the central board syllabus of educationin to Cambridge Board of syllabus.

• Sooner, or later any of the local schools will have HR possibly.